SUPPORT FOR MY CHILD IN SCHOOL
Lee Wright Assistant Head (Wellbeing, Behaviour & Safety)
Amy Spalding SENCO
Karen Brown Key Stage Pastoral Coordinator and SENCO Support
LEARNING SUPPORT ASSISTANTS
Sara Van de Graaf
Assessments are carried out to identify your child's individual needs before they start at CYA. Individual additional needs will be communicated to staff and where necessary a Student Profile will be created which will highlight to all staff the need, provision and strategies that will support them. Progress is monitored throughout the year and this is discussed with parents and students either by letter, review or at parents' evenings. Academic progress information across the curriculum is also provided to parents and students three times a year.
Mid year transfers are very similar though very individual according to the needs of each student, and the process begins once contact is made. Students who transfer mid-year will initially be supported in their transition by a member of the Pastoral Team and assessments are carried out. Communication with parents/carers is considered vital in the early stages.
Learning Support is varied and usually delivered through "in class" support and targeted small group support for identified students. In class, Learning Support Assistants check students understanding of tasks, help students identify key points and facilitate students making progress in appropriate and independent ways. They may help with modifying or differentiating work in the classroom, support students with their organisation or act as a scribe where appropriate.
Our Learning Support staff deliver small group (no more than 4) support to develop literacy, numeracy and handwriting skills as well as social communication and emotional support programmes. Lexia, a personalised reading programme for secondary school students, has also been introduced. Students are identified on entry into the Academy and follow the intervention programme and progress is monitored regularly. Pupil Premium is used when appropriate to enhance the progress of SEND students.
Delivery of intervention and support in conjunction with a number of outside agencies such as Educational Psychology, CAMHS, Physiotherapy, Occupational Therapy and Speech and Language programmes are carried out by Learning Support staff.
The Learning Support Coordinator will monitor the effectiveness of intervention groups and programmes, complete referrals for agency support, lead review meetings and assess for exam concessions.
Learning Support staff are trained and experienced to work with students with Autism including Asperger's, ADHD, DCD (Dyspraxia), Tourettes, PDA (Pathological Demand Avoidance), ECLIPS and ELKLAN (specialist speech and language training). Team Teach and training in the administering of oxygen has also been completed by the team and some staff are fully trained in first aid.
Mentoring and pastoral support for students through their role as tutors is also carried out by the Learning Support team.
Lee Wright Assistant Head (Wellbeing, Behaviour & Safety, Head of Key Stage 4)
Julia Graham Assistant Head (Community Cohesion, Head of Key Stage 3)
Chris Taylor Head of Y9
Emily Jackson Key Stage Pastoral Coordinator
Helen Briggs Attendance Officer / MIS Manager
Nicky Chaplin Parent Support Adviser
The Pastoral Team are there to support all vulnerable students and also to support students that become vulnerable due to further events. A range of interventions are available to support these students with their social, emotional or behavioral needs, including the Assisted Reintegration Centre (ARC) which is a flexible facility for vulnerable students to attend and study but in a quiet environment with targeted support.
The Pastoral Team will be aware of all SEND students. Their needs will be taken into consideration when applying our Behaviour Policy (BFL) and adjustments made where appropriate in line with their additional needs.
We have a clear Anti-Bullying Policy which is made clear to all members of the community. Leading from the policy, students have drawn up a "Code of Conduct" to support all students including the more vulnerable. Peer Mentors and Prefects are trained to support vulnerable young people particularly in free time around the Academy site.
The values of respect, equality, tolerance and understanding are taught in EOM (Everyone Matters – PSCHE) in assemblies, tutor time and across the curriculum.
Caistor Yarborough Academy has been part of a DfE funded programme, led by the Anti-Bullying Alliance, in partnership with Achievement for All 3As, Contact a Family, and the Council for Disabled Children, aimed specifically at reducing the impact and incidence of bullying on learners with SEND (special education needs and disabilities)
If you're a parent of a disabled child or a child with special educational needs you can get advice and information about bullying issues via the Contact a Family helpline on 0808 808 3555.
On the ABA website there are free parent information events from time to time about how the SEND reforms will work and how parents can get help and advice. Log onto www.anti-bullyingalliance.co.uk and look under information and advice, Parents and Carers.